English programmes have an important role in helping students to develop technological skills and confidence. It is important to note, however, that while there is a need for students to be able to use technology effectively, the focus should be on using a range of technologies in the process of learning, for example, to create and explore texts.
- from English in the New Zealand Curriculum, page 18.
One of the English Department goals is to develop a more coherent technology policy. The list below suggests ways technology can be used as part of the English programme.
Knowledge and understanding of technological tools such as:
• word processors • video equipment
• spell checkers • electronic dictionaries
• CD ROM’s • databases (e.g. library)
• desktop publishing • tape recorders
• microphones • OHP
• internet • email
Ability to use technology effectively, for example:
• word processors as part of writing - drafting and presentation
• desktop publishing as part of a newspaper study
• video camera as part of video making
• information technologies as part of research
• tape recorders as part of speaking and listening activities
• audio-visual resources as part of seminars
Exploring attitudes towards technology, for example:
• as part of a literature study (e.g. Orwell’s 1984)
• as a focus for a debate
English programmes have an important role in helping students to develop technological skills and confidence. It is important to note, however, that while there is a need for students to be able to use technology effectively, the focus should be on using a range of technologies in the process of learning, for example, to create and explore texts.
- from English in the New Zealand Curriculum, page 18.
One of the English Department goals is to develop a more coherent technology policy. The list below suggests ways technology can be used as part of the English programme.
Knowledge and understanding of technological tools such as:
• word processors • video equipment
• spell checkers • electronic dictionaries
• CD ROM’s • databases (e.g. library)
• desktop publishing • tape recorders
• microphones • OHP
• internet • email
Ability to use technology effectively, for example:
• word processors as part of writing - drafting and presentation
• desktop publishing as part of a newspaper study
• video camera as part of video making
• information technologies as part of research
• tape recorders as part of speaking and listening activities
• audio-visual resources as part of seminars
Exploring attitudes towards technology, for example:
• as part of a literature study (e.g. Orwell’s 1984)
• as a focus for a debate
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